In a previous post, I outlined how creating an image, initially for a competition, also illustrated how that visualisation process often became an analytical (flânalytical?) technique. Having been inspired by the @metropologeny city maps, as I began planning the vis, it always struck me that tweets seemed to naturally fit the mainly rectangular shapes of the buildings on the map. In being drawn towards the tweets however, I wondered about the other data sources which were part of my study, but temporarily parked that aspect until I’d resolved the technical aspects of producing the image. Now, with that task completed and the image submitted for the competition, I now turned back to the other data. How might blog posts or interviews also contribute to the vis?
Before delving into how I moved forward, perhaps it might help to rewind somewhat and look at how the map was built in the first place. This animation shows the different stages
Here at SHU there’s a couple of PhD researcher competitions on at the moment as part of the forthcoming Doctoral Showcase series. There’s the ‘Three Minute Thesis’ heats and local final, but the one that attracted my interest was the ‘SHU Doctoral Research Image Competition 2018.’ I’ve been producing visualisations throughout my study and I had in mind one I wanted to produce, but hadn’t because I knew it would suck up time. The competition provided the final impetus and although I suspect from the information and instructions, the organisers are expecting photographic images, I thought I’d have a shot at pushing the boundaries.
We welcome attention-grabbing images to intrigue, inform or excite a lay/non-specialist research audience about your research. Images may be arresting, beautiful, moving or even amusing but they must relate to your doctoral research project.
Entrants are also allowed 150 words of accompanying text; here are mine:
The flâneur of 19th Century Paris was an observer and chronicler of city life. In exploring the bold claims some teachers make that ‘Twitter is the best PD ever!’, I called on the spirit of the flâneur to guide my ethnographic approach.
One of several methods I employed in the study was participant observation; this image is formed from tweets collected during that process. Each of the districts or ‘quartiers’ contains tweets on one of the emerging themes, each typified by a magnified example.
Since flânerie inspired my approach to observation, analysis of the data, and presentation of the findings, I sought an image which spoke to that activity. Although somewhat playful, creating this image, and other visualisations during the study, was more than simple representation. On each occasion I found the attention to compositional detail which was demanded also yielded additional analytical insights.
In preparing for a forthcoming supervisory meeting, I’ve been asked to share what I felt were the standout insights from my empirical observations, but for each one explain how I know, how I convinced myself of that, and how I can convince others. I guess what I’m being asked here is to justify my claims to knowledge; how do I assert that my interpretations are plausible? Lincoln and Guba (1985:290) phrase it as follows:
“How can an inquirer persuade his or her audiences (including self) that the findings of an inquiry are worth paying attention to, worth taking account of?”
For them it is about trustworthiness and the arguments which can be mounted to make the case, however, assessing the quality of research findings is far from straightforward and is contested in a number of ways. Traditionally, research quality has been judged on the criteria of validity, reliability, generalisability, and objectivity. Validity, simply put, is the extent to which an account adequately represents the phenomenon it purports to. Reliability is related to the replicability of the data generation and analysis; if different people conducted the same study, or the same person on different occasions, would the outcomes be the same? Generalisability refers to the extent what has been learned can be extended to wider populations and objectivity, to how the biases and interests of researcher and researched have been reduced or accounted for.Read More »
Recently Stephen Downes released an updated version of a graphic outlining how groups and networks differ in what he proposes as ‘The Semantic Condition,’ a network design principle. He helpfully explains how the diagram was produced in this video:
In addition to the criteria he uses to distinguish between the two ways in which people might organise or aggregate, what attracted my attention was the appearance of Twitter within the arguments. One of the aspects coming through in the data from my research, is how educators on Twitter describe the ways in which they come together. The most common term people seem to use is community, but group, tribe and network also appear. Although these terms are conceptualised differently, I suspect in most cases, a particular term is used simply because it happens to be the favoured choice, rather than having an awareness that there is a distinction between it and the others. If I was to explore this more carefully, I might be able to tease apart the ways in which people see these different terms, but suspect that what for one person is a community, could just as easily be what a tribe is for another. It was from wondering how these different groupings are distinguished from one another in the literature, that I was attracted to Stephen’s graphic.Read More »
I was attempting to write a vignette yesterday about how the tweet which prompted this post actually got in front of the eyes of some people who might be so inclined to respond. If we’re asking a question or seeking advice, rather than sharing a resource or thought, then the audience becomes even more significant than it normally would. Without an audience, like the falling tree in the forest needing someone to hear it, the tweet and the query it carries may as well not be there.Read More »
At the time, I think I’m right in saying the author, Lauran, was a trainee teacher, so her question was perhaps pitched towards those with wider experience. Including the hashtag #teamenglish helps in that regard, and through its reach, draws in a variety of responses. #teamenglish and the account which acts under the same banner (@Team_English) are relatively young, but have enjoyed an explosion of interest in the year since their inception. An interesting case to study in their own right perhaps, but for now I’ll stay on track and explore where Lauran’s tweet took me what assembled as a result of Lauran’s tweet.Read More »
Having set thesis drafting aside pending feedback from my supervisors, I’ve returned to my data … and each time I write that phrase ‘my data,’ it bothers me. It’s really not my data at all; I don’t have any particular rights over them, other than, with the help of a bunch of other folk. having assembled them together. Anyway, I’ve returned to my flânografie and am casting my eyes back over the notes I made during the seven months of participant observation. These were the episodes which appeared on Twitter, sometimes in my timeline, sometimes through using search terms on Tweetdeck and often as a result of someone pointing me towards a tweet or post they thought I might find interesting.
In this instance I have Andrea Stringer to thank for pointing me towards the blog post which prompted me to write this. “22 Ways To Use Twitter With Bloom’s Taxonomy” was written by Aditi Rao, @TeachBytes on Twitter. Usually when an item like this came into view, I’d make some notes describing what I saw and adding a few reflective comments. Back in January of 2017 when I read Aditi’s post, I remarked neither on Aditi’s brief introduction to the graphic, nor on its contents. What struck me more was the effect it was having on other people and how they might be learning from it. My attention was therefore drawn to the ways in which other people had interacted with the post and their reactions to it.Read More »
Several happenstances intersected to bring me to the point where I’m embarking on a different approach to my analysis which is more coherent with my overall study, as I outlined here. The purpose of this post is to put a little more flesh on the bones of the initial phase in which I explore data.
There were two strands which, though unconnected, brought me to this point. The first, as I mentioned in the previous post, was Martina mentioning the process of ‘data walking’ by Eakle (2007). The second was exchanges with Deborah, and me becoming intrigued by her blog title, the édu flâneuse and then captured by the quote with which she subtitles it:
“For the perfect flâneur, for the passionate observer, it’s an immense pleasure to take up residence in multiplicity, in whatever is seething, moving, evanescent and infinite: you’re not at home, but you feel at home everywhere, you’re at the centre of everything yet you remain hidden from everybody.” Baudelaire
When I began to explore further, there seems to a small but significant (and eclectic) body of research which draws on the notion of the flâneur in different ways. First it might help if I outline the origins:Read More »
As thesis drafting has increasingly occupied my time, posts on here have become noticeably less frequent. I must confess that I’ve been finding it realllly tough going! I can knock out a 1000 word blog post in three hours or so, but the same amount of time is often only delivering a tenth that towards my thesis. I suspect that’s because I’ve elected to start with (WARNING: the following terms will not survive through to the final thesis!) a discussion of the literature, the theoretical framing and the methodological approach. All sections draw heavily from the literature so when you’re constructing an argument, you need to pull together the ideas expressed by a number of authors. Although I (usually) know the arguments I want to make, finding the references within the literature is incredibly time consuming. Clearly the notes I made during the earlier stages of my research weren’t up to the job and I now begin to see why some doctoral programmes require you to produce literature reviews very early. I must confess though, that I was in no position 12 to 18 months ago to do that. I’ve only recently begun to feel capable of writing about actor-network theory, sociomaterial approaches and other poststructural and new materialist ways of thinking. For me, there was no shortcut to getting some sense of understanding; it simply needed time for me to grapple and wrestle, to chew and chomp, masticate and munch.Read More »